American+Revolution+and+Independence

The American Revolution: Causes and Reason media type="custom" key="6955603" align="center"

Intro to the Revolution.

Watch the video above, then complete the Frayer Model below:



The Stamp Act:

The following are three primary source documents on the Stamp Act, along with an introduction. There are questions that go with each. Work with the person sitting next to you to get read, analyze and understand all three documents.

As you read the Stamp Act Congress document, utilize the APPARTS chart:



Directions for how to use this:

Use this link - scroll down and find the podcast so you can listen to the account of the Stamp Act protest.

http://theroadtorevolution.wikispaces.com/2.+Stamp+Act

Wordle on American Perspective and World on British Perspective

Copy and paste one of the articles below into a word document and then read it in Crocodoc. Embed your document in your virtual notebook, and then read and mark it up using the marking up tools. Save your work on your virtual notebook.BBC Article - British perspective British Perspective - NPR What did you find that you agreed with from the British perspective? What did you disagree with? Why?

Beginnings of a Revolution: the Sugar Act Sugar Act Task

Once you have completed the three activities you will be completing the summarizing activity which is a writing assignment. The entire assignment with all four pieces (outlined below) will count as a test grade. All four activities should be done by the time you leave class today.

=Stamp Act Assignment:=

(From Mr. H) I'm sorry that I'm not able to join you all in class today. Ms. Pember is kind enough to allow us to use the computers in her class today. However she is busy and will be working on her own work during the class today. All of the information you need to complete your classwork is right here on this page, so there should be no need to bother any of the other history teachers in Ms. Pember's room. You are going to whichever lunch Ms. Pember normally takes, so work until she instructs you to go to lunch.

Once you have completed your work on this assignment you should then go into the Road to Revolution wiki and begin working on the Townshend Acts. Your Homework for tomorrow is to come up with a list of key terms for the Townshend Acts based upon what you observe by skimming that page in the wiki.

You have completed student centered inquiry based reading and learning based upon the Road to Revolution wikispace page found here: Stamp Act

Your assignment is exactly what was conveyed to you last week in class:

All four activities should be uploaded into your virtual notebook onto a new page titled "Stamp Act Project"


 * 1) To help you begin your thinking, complete the Strengths/Weaknesses chart (located at the bottom of the Stamp Act page on the Road to Revolution Wiki, linked above) on the role of mob violence. You should list the pros of mob violence on the strengths side, and the cons of mob violence on the weaknesses side.**


 * 2) You should then write an editorial article using the following prompt:** //You are an editorial writer for the Boston Gazette. You’ve witnessed the action taken by the mob against Andrew Oliver and Thomas Hutchinson. You will be writing an editorial in response to the statement below.//
 * Support or refute: The Sons of Liberty were justified in using the mob as a political tactic. Use evidence from the documents to support your opinion.**


 * The rubric for this is also located at the bottom of the Stamp Act page of the Road to Revolution Wiki.**


 * The article should be at least __two paragraphs__ in length.**


 * 3) You should make a wordle (www.wordle.net) which you think would serve as a good introduction to your editorial. It should reflect the view you are supporting in your article.**


 * 4) You should make a slideshow which you think illustrates the point you are making in your editorial article.**

Once you have completed all four assignments you may begin your homework. If you complete that begin working on the activities in the Townshend Act portion of the Road to Revolution wiki.

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[|Time Line Maker]

The Road to Revolution Wiki


 * The Tea Act and the Boston Tea Party**
 * Look at the following two pictures and complete I See/ It Means on both of them:**



Compare and Contrast: What was similar and different between each picture?

What is the point of view of the artist in each picture? Justify your answer with evidence!

The Boston Tea Party: Now go to the following link and read George Robert Twelves Hewes account of the Boston Tea Party, and complete the questions and the APPARTS chart:

http://theroadtorevolution.wikispaces.com/5.+Boston+Tea+Party (scroll down to letter D to examine the document and answer the questions)

APPARTS chart:


 * The Coercive Acts:** Read the following two documents on the Coercive Acts. Mark them up either in crocodoc or using Google Docs. Once they are done being marked up you should make content-response notes using the template below the document. These should include a topic at the top of the page, Subtopics and supporting details, CCQ's and a summary at the end of the notes.

@http://www.historyhome.co.uk/c-eight/america/coercive.htm

@http://en.wikipedia.org/wiki/Intolerable_Acts

What is similar and different about the way these two documents address the same idea?



Read the following two documents on the First Continental Congress. Mark them up either in crocodoc or using Google Docs. Once they are done being marked up you should make content-response notes using the template below the document. These should include a topic at the top of the page, Subtopics and supporting details, CCQ's and a summary at the end of the notes.
 * First Continental Congress:**

@http://en.wikipedia.org/wiki/First_Continental_Congress

@http://usf.usfca.edu/fac_staff/conwell/revolution/congress.htm

What is similar and different about the way these two documents address the same idea?



Connect to tomorrow: How do you think the New England colonists prepared for war with the British government?


 * Battles of Lexington and Concord**

Examine the map below. Complete a visual discovery, using __I See/It Means__.

Once you have completed the I See/It Means you should pair/share your answers with the person next to you. Once that is done you should summarize what you think this map is showing.

In pairs define the following key terms (look them up if needed, but make sure they're in your own words!!): //Arms and ammunition// //Minutemen// //Militia// //British Regular// //Alarm Riders// //Paul Revere// //Joseph Warren//

//Good website: http://www.nps.gov/mima/general-history-questions.htm//



Split your screen between two column (content-response) notes and the following website: @http://www.winthrop.dk/majpit5.html

Read through the entire website, including opening up any links and examining any documents within it. Mark it up using either crocodoc or Google Docs. Then complete two column (content-response) notes on the events of April 19, 1775. Your focus should be on identifying subtopics within this event, and summarizing the main ideas of the subtopics as well as identifying any important supporting details.

For Homework tonight you should finish this work and create a list of possible Points of View that one could examine about this event.

Today in class we will be watching clips from a movie called "April Morning" While watching this movie you should make notes on what you see in regards to the opening Battle of the American Revolution. In particular pay attention to anything which you think might be different from what you read yesterday in class.

As you watch also contemplate the following and respond to it in your virtual notebooks (this will be your homework tonight): After watching the opening scenes of the American Revolution, had you been asked to take up arms against your own government soldiers under what circumstances would you agree to do so? Is it possible you might never do so? Explain why.

Use the following document to examine what happened on April 19, 1775. Your task is to examine where and how the movie was different from what you examine in the documents. Then as a group explain what you think actually happened on April 19, 1775.




 * Summary Project: the Road to Revolution and the outbreak of WAR**

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Today we will be looking at how everything we've covered on the Road to the American Revolution comes together. To do this you will show how all of the events we've studied tie in together to eventually lead to the outbreak of war on April 19, 1775. You will be doing this using Glogster

A Glogster is essentially an online poster. The reason a Glog is so much nicer than simply a poster is because it allows you to include images, videos, and music as well.

Your task in creating this Glog is to prove or disprove the following argument: The outbreak of the American Revolution was inevitable. If you agree with this, then prove at what point it was inevitable. If you disagree, explain why.

You are expected to prove or disprove this argument using visuals, pictures, words, music, and any other media you choose however you MUST be explicit in your use of T E A - Topic, Evidence, Analysis. Though you are not writing an essay, you still need to express to begin with a thesis and make it clear, identify key pieces of evidence which you will use to support your idea, and integrate thorough, thoughtful analysis which proves (explains) why your evidence proves your thesis is correct.

This Glog will be worth a TEST GRADE. You will be graded using the following rubric:




 * Battle of Bunker Hill**

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